Depends on intensity of the intervention and the level
Informs instruction
Data based
decisions
evaluate interventions
Tier I
At least 80% of the students show adequate growth within the guaranteed and viable curriculum for all students
Universal screenings for all; thoughtful assessments that monitor individual student progress over time
Teach the essentials in sufficient depth with adequate time for deep learning. Structurally sound lessons that ensure all students are learning
Compass activities
Best practices that help students-in order to be an intervention it would then change to longer duration and frequency, which is pumped up from regular group work
Tier I Universal Interventions and Best Instructional Practices
Interventions or best instructional practices that fall into Tier One are those routinely used in general education classrooms and are short term, less intense strategies that when implemented will help the student learn the necessary skill or content. They may include:
Grouping students with common needs and providing small group skill interventions
Providing regular opportunities to work in whole groups, small groups, with partners, or individually
Pausing during instruction to check for understanding
Using specific content feedback
Providing extra time and practice
Changing the mode of instruction to meet a student's learning style (visual, auditory, kinesthetic)
Pre-teaching or re-teaching concepts to help with acquisition
Monitoring the student's progress through the use of checklists or daily/weekly notes
Pairing struggling learners with higher performing students for certain tasks or pairing students from one grade level with another grade level
Using computer tutorials or software for extended practice, refinement, or enrichment (Compass, Study Island, Larsen Math, Accelerated Reader, etc)
The following are some specific suggestions for Math and Reading:
Math-
Translating equations, operations, or procedures from numbers into words and from words into numbers
Using a journal to help students organize their learning
Using flashcards to build fluency in basic operations
Playing interactive games for concept and vocabulary reinforcement
reading story problems and record the actions with numbers and symbols
Reading-
Using flexible reading groups
Teaching skills in mini lessons
Using text features as aids in comprehension
Using graphic organizers
Teach comprehension skills in mini lessons-
Use text features as aids in comprehension
Use direct systematic vocabulary instruction
Use graphic organizers
Use computer programs/software for additional practice
Tier II
Researched based targeted instruction
Skyward RTI-organize progress monitoring data
Small groups in supports and extends tier I, is in addition to core
Extra time, intensity, & collaboration aimed at moving the student to success
Tier II
Tier II interventions are those interventions that require more time, intensity, and duration. The interventions may take place outside the general classroom and is monitored more frequently thorugh a variety of assessment measures. Tier II interventions are implemented when those universal interventions in Tier I have not been successful with students. Teachers have documented the use of those strategies and data suggest that students need more intense instruction.
These interventions may include:
Direct Instruction
Fast ForWord
Read 180
System 44
Targeted skill instruction and practice minimally three times a week
Tier III
Progress monitoring data for informed decisions
Focus: intensive intervention research based
Collect data weekly
Very small groups - may be one to one instruction
Specialized instruction may be delivered by a special education teacher
Data based
decisions
evaluate interventions
Tier I Universal Interventions and Best Instructional Practices
Interventions or best instructional practices that fall into Tier One are those routinely used in general education classrooms and are short term, less intense strategies that when implemented will help the student learn the necessary skill or content. They may include:
The following are some specific suggestions for Math and Reading:
Math-
Reading-
Teach comprehension skills in mini lessons-
Tier II
Tier II
Tier II interventions are those interventions that require more time, intensity, and duration. The interventions may take place outside the general classroom and is monitored more frequently thorugh a variety of assessment measures. Tier II interventions are implemented when those universal interventions in Tier I have not been successful with students. Teachers have documented the use of those strategies and data suggest that students need more intense instruction.
These interventions may include:
Tier III